The purpose of this module is to provide students with a theoretical understanding of community learning and strategies to support community learning in practice. Students will explore the functions of community learning, and will identify the range of community learning stakeholders. Critical approaches to community learning will be introduced and government policy will be analysed in relation to community learning theories. Issues that impact on community learning practice will be analysed using a PESTLE framework. A range of activities that support effective community learning will be presented and discussed in relation to students' own roles. Community learning support activities to be presented will include:
- Undertaking local research and consultation (finding out the needs)
- Building trust with target learners (and learning providers)
- Engaging with target learners (and other partners)
- Raising interest in and making learning opportunities meaningful for target learners
- Information dissemination activities
All topics studied will be related to the practical experience and reflections of students.

The learning strategies will require students to commit 300 learning hours.
There will be 30 hours of class contact and 270 hours of independent and self-directed study (including 40 hours workbased learning). There are 5 taught sessions. Specific work-based learning activities will be set to complement and feed into each taught session. Work-based learning activities will be carried out in-between taught sessions. Each taught session involves 6 hours of teaching. Taught sessions provide students with a broad overview and the conceptual frameworks which underpin continuing personal and professional development in the workplace. This incorporates tutorial support activities which will provide students with the opportunity to develop auditing, critical thinking, appraisal and reflective skills to apply to the development of their own practice, in preparation for the production of the portfolio. The following will also be included:
Seminars - Students will be given the opportunity to contribute to seminars which discuss, in depth, issues covered in the lectures and presentations in order to encourage discussion, reflection and the exchange of ideas. Students will be engaged in providing and receiving critical feedback from peers and tutors on presentations.
The module will also provide opportunities for students to;
- work with others
- develop interpersonal skills
- demonstrate the capacity to plan, share goals, and work as a member of a team
- communicate and present oral and written arguments
VLE - Blackboard will be used to facilitate the exchange of ideas and access to specific resources and activities. Students will be encouraged to use Information and Communication Technology, including word processing, powerpoint presentations, internet communication, information retrieval and on-line searches throughout their studies. Students will be expected to make full use of the VLE, contributing to discussion boards and submitting work-related tasks to the module tutor
Students are also required to organise and review their lecture notes and undertake preparatory reading and research on assigned materials in order to participate in, and lead class discussions individually and as part of a group.

Library
VLE - Blackboard

Key texts:
Beattie, A. (1997) Working People and Lifelong Learning, Leicester: NIACE.
Duffen, S. and Thompson, J. (2003) Talking it through: a practitioners¿ guide to consulting learners in adult and community learning, Leicester: NIACE.
Halpern, D. (2006) Social Capital, Cambridge: Polity Press.
McGivney, V. (1999) Informal learning in the community: A trigger for change and development, Leicester: NIACE.
McGivney, V. (2000) Recovering outreach: Concepts, issues and practices, Leicester: NIACE.
McGivney, V. (2000) Working with excluded groups: Guidelines on good practice, Leicester: NIACE.
Summers, J. (2004) Opening up schools for adults, Leicester: NIACE.
Taylor, M. (2003) Public Policy in the Community, Basingstoke: Palgrave Macmillan.

A written assignment of 2500 words, weighted at 100%. The written assignment is made up of three sections. Students will be required to;
Section a) Identify and present a written account of current ways of supporting community learning in their work context (including examples from practice e.g. information leaflets, photographs of support activities, etc.). (750 words) (Tests learning outcome 2)
Section b) Design two new activities to support community learning in their work context (e.g. advertisement, information leaflet, poster, drop-in session plan, door-knocking strategy, etc.) (750 word equivalent) (Tests learning outcomes 1 & 3)
Section c) Provide a rationale and explanation for the two activities produced, including information on the purpose of the activity, the intended audience/s and their perceived needs, a reflection on the designs' strengths, weaknesses and any risks involved. Explain how the activities might improve existing practice to support community learning. (1000 words) (Tests learning outcomes 1, 2 & 3)